Skip to content

Category: Education

Can we define equations as a vital fluid to understand reality?

Without the statements made by equations, in which we usually apply to measure and represent specific conditions, our world would not exist as we know and define it. Maybe this is the reason why human beings need equations – moved by the trait to be eager – and able – to add something new to familiar landscapes across acts of thinking and tentative to grasp and understand mathematical ratios.

Reflection on Digital Media in Education, Ethics and Epistemology

Very often our ethical choices are framed by what we know. Science helps us when inquired with the right methodologies and instruments, to know a snapshot of reality. There is a huge debate on how scientists, philosophers, social researchers and investors can support public discussion and public relations campaigns that are more “inclusive” for youth. Key people, at the peak of our democracy, should learn by mistakes made in the past to open and guarantee new perspectives of youth empowerment, as this class is destined to be protagonist of a dialog process and in future political turmoils able to accept the limits implied by epistemological ethics. Here science rationale and enterprise can offer educative examples of action.

Make physics communication easy as it is

Physicists describe Nature. They are the one who can mediate us, with care and attention, general features, hypotheses and theories that help us to describe physical phenomena drifting from a more abstract and fundamental level to the tacit, complicate, the real existence of things. However, they face the challenge when is time to explain how elementary particles interact with the quantum world. Together, efforts in knowledge transfer and education can be enhanced, triggering the role of fundamental research as a motor for new technologies and relevance for society.

May the teacher of our kids be a robot?

In the latest years the literature on robots and education has addressed the inspiring possibility to insert robots as educators in classes. However, a full list of case studies – despite the ones of Saya in Japan and ARTIE at the Oxford Brooks University – have been lacking so far. This post aims to address this relationship, somehow complex and for lots barely possible, following a fil rouge aiming to highlight how the harmonious interactions between robot teachers and schoolers aren’t far from being a concrete possibility. Designed to appear and move like humans, and already well equipped to support education, they seems to face yet one major challenge: propose a model -being in control of its premises – and consider which design could let this pedagogy to blossom in hybrid contexts.

Social robots behavior: attitudes and action possibilities.

Integrate social robots in human societies requires their capability to decide to take actions that might affect people’s lives and that – mainly for this reason – should behave according to shared ethical principles that play a role during a decision-making process. One of the reasons why, technical robotics performance should take per hand ethical transparency to place human values and needs at the core of social robot design.